NURSING CARE PLAN GUIDELINES AND INSTRUCTIONS
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In order to maintain consistency within the DSN nursing program, the following guidelines must
be adhered to when writing nursing care plans.
ADPIE (assessment, nursing diagnosis, plan, interventions, and evaluation) is used to teach the
nursing process.
Students will be taught the relationship between NANDA (North American Nursing Diagnosis
Association), NIC (Nursing Interventions Classification), and NOC (Nursing Outcomes
Classification).
Beginning in Foundations of Nursing, students will be taught, in detail, to use this format
presented here. In addition, they will be instructed on how to use their nursing care plan
reference.
This format will be used for clinical rotations and other educational activities/assignments in
foundations of nursing, medical-surgical nursing, and pediatrics.
Please note that content mapping may be used as a teaching tool but cannot be used instead of
the nursing care plan presented in this document.
At least three care plans (which include nursing diagnosis statement, plan, interventions, and
evaluation), based on the student’s history and physical which is recorded on the “Patient
Profile Database” form, are required for each patient you cared for during the clinical rotation.
One nursing diagnosis should address psycho-social-cultural aspect. The data form can be
found later in this packet.
Each nursing diagnosis needs to be on a separate “Nursing Care Plan Form.” These forms can be
found later in this packet.
Please make copies of the patient data profile and nursing care plan forms and/or keep the
electronic file that has been sent to you.
Assessment
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Assessment should be recorded on the “Patient Profile Database” form
The assessment is the basis for the nursing diagnosis statement
Nursing Diagnosis Statement
General format for an actual diagnosis:
Nursing diagnosis related to X as evidenced by Y and Z.
General format for a potential or “at risk” diagnosis:
Nursing diagnosis related to X.
The nursing diagnosis statement is written using the PES (problem, etiology,
signs/symptoms) format:
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Problem
 Nursing diagnosis
Etiology or cause of problem
 The "related to" portion of the statement
 There should only be one cause stated per nursing diagnosis, because each etiology may
have a different set of goals, outcomes and interventions, although the problem or
nursing diagnosis may be the same.
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The etiology cannot be a medical diagnosis
Signs & symptoms (also called defining characteristics)
 The "as evidenced by" portion of the statement
 These are determined through your assessment of the patient
 Two objective or subjective s/s must be listed per statement
 For potential or “at risk” diagnoses, signs and symptoms should not be included in the
nursing diagnosis statement
EXAMPLE OF A NURSING DIAGNOSIS STATEMENT
Medical diagnosis: Stroke
Nursing diagnosis statement: "Immobility related to motor track dysfunction as evidenced by weakness
and lack of coordination."
Notice the related to portion did not say stroke, rather it stated the pathophysiology behind the medical
diagnosis that is causing the problem.
Plan or Goals & Outcomes Statement
General guidelines:
 The goals and outcomes statement make up the plan portion of the nursing process
 The goal and outcomes statement should be written as one statement
 Each nursing diagnosis should have two goals
 The goal and outcome should be prioritized within the care plan
 The goal is patient and/or family focused and should be mutually determined by the nurse and the
patient and/or family
 The goal should not be the goal of the nurse
 The goal may be short-term (hours to a week) or long-term (> 1 week)
The goal and outcome statements are written using the SMART (specific, measurable, attainable,
realistic, time-specific) format
 Specific: What needs to be accomplished?
 Measurable: How will the nurse, patient, and/or family know that the goal has been met?
 Attainable: Can the goal be met with the resources available?
 Realistic: Does the patient and/or family have the physical, emotional, and mental capacity to
meet the goal?
 Time-specific: When will the goal be achieved by?
EXAMPLES OF GOAL AND OUTCOME STATEMENTS
For the stroke patient . . .
Goal and Outcome #1: Patient will perform ROM exercises each hour during the shift.
Goal and Outcome #2: Patient will ambulate from bed to door twice by the end of shift.
Interventions with Rationale
General guidelines:
 There should be at least three interventions with rationale for each goal statement.
 The interventions can be strictly nursing based or collaborative (e.g., medication for nausea as
ordered by MD) in nature
 Interventions need to be specific: what, when, how much, and how often
 Each intervention should be referenced
EXAMPLES OF INTERVENTIONS WITH RATIONALE
For the stroke patient . . .
Goal/outcome #1 interventions w/ rationale:
1) Nurse will educate patient about importance of ROM exercises. Rationale: If patient
understands the
importance of ROM exercises (to maintain and increase strength), the patient is more likely to
participate in exercises (Potter & Perry, p. 4).
2) Nurse will assist patient with ROM exercises while teaching him how to perform ROM exercises.
Rationale: Patient needs to be instructed on how to perform ROM exercises, and performing
the exercises while instructing the patient will solidify his understanding so he can perform
exercises on his own (Potter & Perry, p. 5).
3) Nurse will consult with physical therapist for strength training and development of a mobility
plan. Rationale: Techniques such as gait training, strength training, and exercise to improve balance
and coordination can be very helpful for rehab patients (Tempin, Tempkin, & Goodman, pg. 27).
Goal/Outcome #2 interventions w/ rationale:
1) Nurse will determine amount of assistance needed to get patient out of bed and ambulate. Rationale:
Weakness and lack of coordination can cause the patient to be off balance which could put
him at risk for a fall (Potter & Perry, p. 5).
2) Nurse will clear walkway of hazards. Rationale: Patient is at risk for falls so clearing hazards will
provide a safe path to ambulate (Potter & Perry, p. 3).
3) Nurse will instruct patient on proper use of assistive devices. Rationale: Patient may fall or injure self if
not using assistive device correctly (Potter & Perry, p. 6).
Evaluation
General guidelines:
 Evaluation occurs to determine whether or not the goals were met
 Evaluation should occur at the end of the shift.
 If the goal was not met or partially met, the student should discuss why it was not met and state
what should be done differently, if anything.
EXAMPLE OF EVALUATION OF GOALS
For the stroke patient . . .
Evaluation of Goal #1: Patient understood the need to perform ROM exercises, but will need continued
reinforcement until he is able to perform exercises independently. Will continue with the current plan.
Evaluation of Goal #2: Patient exceeded goal by walking 4 times. Will modify current plan by
increasing distance of walk (from bed to nurses’ station).
References
Ackley, B, & Ladwig, G. (2007). Nursing diagnosis handbook: A guide to planning care (8th
ed.). St. Louis: Evolve Resources.
Doenges, M. E., Moorhouse, M. F., & Murr, A. C. (2010). Nursing Care Plans: Guidelines for
individualizing
client care across the lifespan (8th Edition). Philadelphia: F. A. Davis.
Potter, P. A. & Perry, A. G. (2009). Fundamentals of Nursing (7th ed.). Philadelphia: Elsevier.
Top Achievement. Creating S.M.A.R.T. goals. Retrieved December 15, 2010 from
http://www.topachievement.com/smart.html
Sample Nursing Care Plan
Student Name: Sally Jones
Patient Identifier: 123
Date: 3/17/08
Patient Medical Diagnosis:
Stroke
Nursing Diagnosis (use PES format): Impaired physical immobility related to motor track dysfunction as evidenced by weakness and lack of coordination
Assessment Data
(Include at least three-five subjective
and/or objective pieces of data that
lead to the nursing diagnosis)
Goals & Outcome
(Two statements are required for each
nursing diagnosis. Must be Patient
and/or family focused; measurable;
time-specific; and reasonable.)
Nursing Interventions
(List at least three nursing or
collaborative interventions with
rationale for each goal & outcome.)
Rationale
(Provide reason why intervention is
indicated/therapeutic; provide
references.)
Outcome Evaluation & Replanning
(Was goal(s) met? How would you
revise the plan of care according the
patient’s response to current plan of
care?)
1. +2 weakness on left
upper and lower
extremity
Statement #1: Patient will perform
ROM exercises each hour during the
shift.
1. Nurse will educate pt about
importance of ROM exercises.
1. If patient understands the
important of ROM exercises (to
maintain and hopefully increase
strength), the patient is more likely
to participate in exercises (Potter &
Perry, p. 4).
Outcome #1: Pt partially met goals.
He was open to and understanding
of the need to perform ROM
exercises, but he still needs
guidance in how to perform. Will
continue to with current plan.
2. Nurse will assist pt w/ ROM
exercises while teaching him how to
perform ROM exercises.
2. Pt needs to be instructed on how
to perform ROM exercises, and
performing the exercises while
instructing the patient will solidify his
understanding so he can perform
exercises on his own (Potter &
Perry, p. 5).
3. Nurse will consult with physical
therapist for strength training and
development of a mobility plan.
3. Techniques such as gait training,
strength training, and exercise to
improve balance and coordination
can be very helpful for rehabilitation
patients (Tempin, Tempkin, &
Goodman, 1997)
1. Nurse will determine amount of
assistance needed to get patient out
of bed and ambulate.
1. Weakness and lack of
coordination can cause the pt to be
off balance which would put him at
risk for a fall. Determining level if
assistance needed before trying to
assist out of bed and ambulate will
prevent a fall for the patient (Potter
& Perry, p. 2).
2. Nurse will clear walkway of
hazards.
2. Pt is at risk for falls so clearing
hazards will provide a safe path to
ambulate (Potter & Perry, p. 3).
3. Nurse will instruct pt. in proper
use of assistive devices.
3. Patient may fall or injure self if not
using assistive device correctly
(Potter & Perry, p. 6).
2. Inability to walk without
assistance (patient
shuffles when walks and
gets confused as to
which leg needs to
move to propel forward)
Statement #2: Patient will ambulate
from bed to door twice by the end of
shift.
Outcome #2: Patient exceeded
goal: he walked 4 times. Will modify
plan to increase distance (to nurses’
station).